Science

Week of 9/5-9/8

Introduction:

• Syllabus
• Interactive Notebook Set-up
• Lab Safety: Students were given a lab safety contract to take home and have signed by parents. Students also watched a lab safety video and were quizzed on lab safety protocols.
• Scientific Method: Students will review and practice the steps of the scientific method including: purpose, research, hypothesis, experiments, analysis, conclusion, and variables (independent, dependent, controlled).

Week of 9/11-9/17

Learning Targets

8.E.1.1 Explain the structure of the hydrosphere including:

• Water distribution on earth

• Local river basins and water availability

Guiding Questions

1. What property of water makes it the universal solvent?
2. How is water distributed on Earth?

Activities

• Students will be introduced to the properties of water including: solubility, cohesion, adhesion, density, high specific heat, polarity, and surface tension.

Week of 9/18-9/22

Learning Targets

8.E.1.1 Explain the structure of the hydrosphere including:

• Water distribution on earth

• Local river basins and water availability

Guiding Questions

1. How can the distribution of water affect our environment?

Activities

• We will discuss freshwater sources and availability as well as the water cycle.
• Students will create a poster illustrating the water cycle. Students must identify and define each of the steps in this process. Additionally, students must include 2-3 important functions of each of the steps involved in the the water cycle.
• Students will be assessed on their understanding of the distribution of water.

Week of 9/25-9/29

Learning Targets

8.E.1.1 Explain the structure of the hydrosphere including:

• Water distribution on earth

• Local river basins and water availability

Guiding Questions

1. How are the properties of water relevant to all life on Earth?

Activities

• Properties of Water Performance Task: Students will create a product/performance (pamphlet, rap, poem, skit, comic strip, etc.) that can be used to assess their understanding of the properties of water.

Week of 10/2-10/6

Learning Targets

8.E.1.1 Explain the structure of the hydrosphere including:

• Water distribution on earth

• Local river basins and water availability

8.E.1.2 Summarize evidence that Earth’s oceans are a reservoir of nutrients, minerals, dissolved gases, and life forms: estuaries, marine ecosystems, upwelling, behavior of gases in the marine environment, deep ocean technology and understandings gained.

Guiding Questions

1. How is freshwater distributed on Earth?
2. What characteristics of estuaries make these ecosystems among the most diverse on Earth?

Activities

• Students will discuss freshwater sources and create a diagram of a river basin.
• Students will complete an estuaries webquest that will introduce them to estuaries and the many benefits these ecosystems provide.

Week of 10/9-10/13

Learning Targets

8.E.1.2 Summarize evidence that Earth’s oceans are a reservoir of nutrients, minerals, dissolved gases, and life forms: estuaries, marine ecosystems, upwelling, behavior of gases in the marine environment, deep ocean technology and understandings gained.

Guiding Questions

1. How can humans influence estuarine fish populations?

2. How does sunlight affect life in ocean zones?

Activities

• Estuary Keeper Lab: Students will learn about the many factors, both man-made and natural, that affect fish populations in the estuary. Additionally, students will practice the steps of the scientific method during this lab activity.
• Ocean zones: Students will learn about how Earth's oceans are divided into zones. Students will create a diagram illustrating the 6 ocean zones we will discuss.

Week of 10/16-10/20

Learning Targets

8.E.1.2 Summarize evidence that Earth’s oceans are a reservoir of nutrients, minerals, dissolved gases, and life forms: estuaries, marine ecosystems, upwelling, behavior of gases in the marine environment, deep ocean technology and understandings gained.

Guiding Questions

1. Why are ocean currents vital to the life on our planet?

2. What role do dissolved gases play in marine ecosystems?

Activities

Ocean currents: Students participated in a station activity that covered ocean currents and their relationship to weather, climate, and biodiversity.

Dissolved Gases: Students should understand that ocean water holds dissolved gases. We discussed how gas is dissolved in the ocean as well as which gases are the most common. Students also created a diagram in their interactive notebooks.

Weeks of 10/23-11/9

Learning Targets

8.E.1.4 Conclude that the good health of humans requires: monitoring of the hydrosphere, water quality standards, methods of water treatment, maintaining safe water quality, stewardship.

Guiding Question:

1. How does the hydrosphere impact water availability, water quality, and life on Earth?

Activities:

• Hydrosphere Challenge Based Learning (CBL) Project: Student groups are challenged to create a plan to ensure access to water and sanitation for all.
• Hydrosphere Unit Test: This test will cover everything we've discussed regarding water. Use pages 10-31 in your interactive notebooks to help you prepare for the test.
• Hydrosphere Review

Weeks of 11/13-11/21

Learning Targets:

• 8.P.1.1 Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements.

Guiding Questions

1. What is the relationship between phase and density?
2. What is the structure of an atom?
3. How can we differentiate between elements, compounds, and mixtures?

Activities

• Hydrosphere Unit Test: Students will complete this assessment and then write a reflection about their CBL project.
• Phase Changes: Students will review how matter changes phase with a video and sorting activity.
• Atomic Structure: We will discuss and take notes on the arrangement of subatomic particles within an atom. Additionally, students will create an illustration of an atom in their notebooks. Students will also complete a lab activity to reinforce the concepts learned.

Week of 11/27-12/1

Learning Targets:

• 8.P.1.1 Classify matter as elements, compounds, or mixtures based on how the atoms are packed together in arrangements.
• 8.P.1.2 Explain how the physical properties of elements and their reactivity have been used to produce the current model of the Periodic Table of elements.

Guiding Questions

1. How can we differentiate between elements, compounds, and mixtures?
2. How are elements arranged on the Periodic Table?

Activities

• Elements, Compounds, and Mixtures: Students will learn to differentiate between elements, compounds, and mixtures through scientific inquiry.
• The Periodic Table: Students will learn how to interpret the rows and columns of the periodic table using a nearpod activity.

Weeks of 12/4-1/8

Learning Targets

• 8.P.1.2 Explain how the physical properties of elements and their reactivity have been used to produce the current model of the Periodic Table of elements.
• 8.P.1.3 Compare physical changes such as size, shape and state to chemical changes that are the result of a chemical reaction to include changes in temperature, color, formation of a gas or precipitate.

Guiding Questions

1. How are elements arranged on the Periodic Table?

2. What similar properties are used to classify different types of elements?

3. How can we differentiate between chemical and physical changes?

4. How does the Law of Conservation of Mass relate to chemical equations?”

Activities

• The Periodic Table: Students will learn to differentiate between metals, metalloids, and nonmetals using chemical and physical properties. Students will also create individual tiles to build a team Periodic Table.
• Matter CBL: Students are challenged to create a presentation that will show our sixth graders how fun and exciting chemistry can be!

Weeks of 1/15 - 1/22

Learning Targets

• 8.P.1.2 Explain how the physical properties of elements and their reactivity have been used to produce the current model of the Periodic Table of elements.
• 8.L.1.1 Summarize the basic characteristics of viruses, bacteria, fungi and parasites relating to the spread, treatment and prevention of disease.

Guiding Questions

1. What causes infectious disease?

2. How can infectious disease be spread, treated, and prevented?

Activities

• Matter End of Unit Assessment Review:
• Infectious Diseases: Students will be introduced to infectious diseases. Students will complete guided notes and read an article about infectious disease. Students will use this graphic organizer to help them comprehend the material presented in the article.

Week of 1/29 - 2/2

Learning Target

• 8.L.1.1 Summarize the basic characteristics of viruses, bacteria, fungi and parasites relating to the spread, treatment and prevention of disease.

Guiding Questions

1. How can infectious disease be spread, treated, and prevented?

2. How are antibiotics and vaccinations used to prevent and treat infectious disease?

Activities

Pathogens: Students will take notes on the four types of pathogens that cause infectious disease in humans. Students will also complete a chart the summarizes the characteristics, treatment and prevention methods, as well as how infectious disease is spread.

Antibiotics & Vaccinations: Students will read text found on Discovery Education that focuses on the spread, treatment, and prevention of infectious disease. Students will complete an interactive activity where they will diagnose and treat patients who have been infected with one of the four types of pathogens. Students will also watch a Bill Nye video which focuses on antibiotics and vaccines.

Weeks of Februray 5 - February 23

Learning Targets

• 8.L.1.1 Summarize the basic characteristics of viruses, bacteria, fungi and parasites relating to the spread, treatment and prevention of disease.
• 8.L.1.2 Explain the difference between epidemic and pandemic as it relates to the spread, treatment and prevention of disease.
• 8.L.2 Understand how biotechnology is used to affect living organisms.

Guiding Questions

1. How can we differentiate between epidemics and pandemics?

Activities

Infectious Disease & Global Travel: Students will complete part 1 of a joint social studies and science challenge based learning project. There challenge is as follows: Recent disease outbreaks have wiped out 15% of the global population. The U.S. government has mandated that international airlines implement updated health and safety procedures to control the transfer of illness between passengers. You will create a health and safety plan to control the transfer of illness between travelers.

History of Biotechnology: Students will begin the biotechnology unit. This will begin by going over what biotechnology is and how it has be used from ancient times until the present.

Weeks of February 26 - March 9

Learning Targets

• 8.L.2 Understand how biotechnology is used to affect living organisms.

Guiding Questions

1. How is biotechnology used to affect living organisms?

2. What are the applications of biotechnology in medicine, agriculture, and the environment?

3. How can using biotechnology in medicine benefit society?

4. How can using biotechnology in agriculture affect society?

5. How can using biotechnology in the environment affect society?

Activities

Heal, Feed, Sustain: Students will watch a video centered around biotechnology in North Carolina. Students will also read an article about Stem Cells and their potential impact on human health and politics.

Biotechnology in Medicine, Agriculture, & the Environment: Students will investigate the effects of biotechnology in the health, food, and sustainable industries.